Being a good art educator is not always an easy occupation. There are so many factors, such as different methods of bringing different content into the classroom, which may not be as simple or laid out already in comparison to content in other studies, such as math or science. Art educators must problem-solve to decide what their students should be taught, how hey should teach it, and the best way of assessing what the students have learned from these methods.
Critique is an excellent method in art education for several reasons. Critique allows students to learn how to examine art, and find the meaning or value that is within it. The students can discover how to find qualities in a piece of art, both good or bad, and interpret them. Critique can also be a good means of assessment, because it helps the students understand what he or she may have done well within their own or, or what their artwork may be lacking.
The list of other possible assessment models is extensive. Some examples include norm-referenced assessment, criterion reference assessment, and student referenced assessment. Norm-referenced assessment makes determination of a student’s achievements in reference to the normal distribution. This type of assessment is most commonly known as and associated with the ‘bell curve’ model. This model is where most students will fall in the middle, scoring an average grade. Criterion reference assessment may be one of the more popular forms of assessment. This type of assessment is where the teacher is making determinations of a student’s achievement with direct reference to specific criteria that was assigned to the task that is being assessed. This is common when a rubric is being used as a tool of assessment. Finally, student reference assessment is where the student’s achievement is determined based upon their own prior performance. Here the educator is looking for academic growth. In art education this type of assessment may be used when assessing a portfolio that has been put together over a period of time.
Validity is an important aspect both when considering content and assessment. Content validity is achieved when the measures used to assess an artwork interrogate the essence of the subject matter. Tests in art education should primarily be based upon the student’s skills, not their ability to answer questions. A test cannot be valid if it is not reliable.
There may also be issues with validity of the assessment or the assessor as well. Considering this, there has been arrangements of moderators in the art education system. These moderators serve the purpose of adjusting grades to achieve equivalence across multiple contexts in which the same contents are taught. Teachers may have their grades adjusted by these moderators. This process achieves equivalence in the judgement of standards so that the same level of work is also judged the same.
There are many important aspects to a good art education system. It all begins with the teacher, who uses the content to come up with lessons. The learning from these lessons are then assessed in a way that should be valid. The validity of the assessment is also important, so moderators may come from different regions, to ensure equivalence. Grades may be changed by the moderators to ensure proper assessment.
Critique is an excellent method in art education for several reasons. Critique allows students to learn how to examine art, and find the meaning or value that is within it. The students can discover how to find qualities in a piece of art, both good or bad, and interpret them. Critique can also be a good means of assessment, because it helps the students understand what he or she may have done well within their own or, or what their artwork may be lacking.
The list of other possible assessment models is extensive. Some examples include norm-referenced assessment, criterion reference assessment, and student referenced assessment. Norm-referenced assessment makes determination of a student’s achievements in reference to the normal distribution. This type of assessment is most commonly known as and associated with the ‘bell curve’ model. This model is where most students will fall in the middle, scoring an average grade. Criterion reference assessment may be one of the more popular forms of assessment. This type of assessment is where the teacher is making determinations of a student’s achievement with direct reference to specific criteria that was assigned to the task that is being assessed. This is common when a rubric is being used as a tool of assessment. Finally, student reference assessment is where the student’s achievement is determined based upon their own prior performance. Here the educator is looking for academic growth. In art education this type of assessment may be used when assessing a portfolio that has been put together over a period of time.
Validity is an important aspect both when considering content and assessment. Content validity is achieved when the measures used to assess an artwork interrogate the essence of the subject matter. Tests in art education should primarily be based upon the student’s skills, not their ability to answer questions. A test cannot be valid if it is not reliable.
There may also be issues with validity of the assessment or the assessor as well. Considering this, there has been arrangements of moderators in the art education system. These moderators serve the purpose of adjusting grades to achieve equivalence across multiple contexts in which the same contents are taught. Teachers may have their grades adjusted by these moderators. This process achieves equivalence in the judgement of standards so that the same level of work is also judged the same.
There are many important aspects to a good art education system. It all begins with the teacher, who uses the content to come up with lessons. The learning from these lessons are then assessed in a way that should be valid. The validity of the assessment is also important, so moderators may come from different regions, to ensure equivalence. Grades may be changed by the moderators to ensure proper assessment.
Sources:
Anderson, T. (1993). Defining and Structuring Art Criticism for Education. Florida: NAEA.
Brewer, T. M. (2008). Developing a Bundled Visual Arts Model . NAEA.
Macgregor, R. N. (1992). A Short Guide to Alternative Assessment Practices. NAEA.
Anderson, T. (1993). Defining and Structuring Art Criticism for Education. Florida: NAEA.
Brewer, T. M. (2008). Developing a Bundled Visual Arts Model . NAEA.
Macgregor, R. N. (1992). A Short Guide to Alternative Assessment Practices. NAEA.